Özet:

The goal of this study is to determine the effects of the computer-assisted mathematics teaching (CAMT) method on students with different perceptual learning styles in order to remove misconceptions that secondary school students have regarding absolute value. In this study, from qualitative research methodology options, action research was used. The study group consisted of 13 6th grade students. "Learning Styles Scale" prepared by Gökdağ (2004) was used to determine the perceptual learning styles preferred by the students. The fourth, fifth and eighth items of the "Whole Numbers Misconception Detection Test for Sixth Graders" and "Unstructured Interviews" were used as data collection tools in the study. While analyzing the data, a content analysis was carried out and it was discovered that students had several misconceptions regarding absolute value. At the end of the research, it is seen that a significant portion of the misconceptions that students had before the CAMT application could be eliminated by the CAMT application. Among the students who participated in the study, it was determined that two students, one auditory and one kinesthetic, had no misconceptions before the application of CAMT and six students, three auditory and three kinesthetic, had no misconceptions after the application of CAMT. All misconceptions of the students with auditory perceptual learning style (PLS) prior to the application of the CAMT were eliminated and these students did not form any new misconceptions. This research can be repeated by grouping students according to their achievement levels rather than learning styles.

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